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THE 

PHILIPPINE PUBLIC SCHOOLS 



AT THE 



PANAMA-PACIFIC INTERNATIONAL EXPOSITION 



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THE EXHIBIT IN THE PALACE OF EDUCATION 

ORGANIZATION AND ADMINISTRATION OF THE 
PHILIPPINE PUBLIC SCHOOLS 

FACTS AND FIGURES ON THE ISLANDS AND THE SCHOOLS 



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PRESS OF 

MAKNELL & COMPANY 

SAX FRANCISCO. CALIFORNIA 

1915 



Do of Do 
DEC : : I9I5 



THE PHILIPPINE PUBLIC SCHOOLS 

AT THE 

PANAMA-PACIFIC INTERNATIONAL EXPOSITION 




ABACA COIL BASKET IN 
PHIIJPPINE DESIGN. 



THE EXHIBIT IN THE PALACE OF 
EDUCATION. 

The exhibit of the Philippine public 
schools at the Panama-Pacific Inter- 
national Exposition is located in the 
northwest corner of the Palace of 
Education. The exhibit centers in 
the large Rotunda at the intersection 
of First Street and Avenue A, and 
covers approximately 1 0,000 square 
feet of space. The headquarters of 
the exhibit are located in the corner 
of the building. Immediately 
outside and facing on one side of the Rotunda is the information 
desk where visitors may register. The public is invited to call upon 
the information desk and the force of demonstrators for information 
of whatsoever nature concerning the exhibit, the schools, the country, 
and the Filipino people. 

Referring to the official classification of the Departments of 
Education and Social Economy, the exhibit is to be found under 
the heads: elementary schools, secondary schools, higher educa- 
tion, special education in agriculture, special education in com- 
merce and industry, education of the subnormal, special forms of 
education, text-books, school furniture and school appliances, 
physical training of child and adult, agencies for the study, 
investigation, and betterment of social and economic conditions, 
economic research and organizations, hygiene, labor, co-operative 
institutions, and recreation. 



The exhibit consists of wall charts, class written work, pub- 
lications, references, statistics, compilations, administration fea- 
tures, text-books, models, designs, plans, research work, school 
library work, school museum work, scientific and technical dis- 
plays, graded industrial courses, transparencies, photographs, lan- 
tern slides, moving pictures, an industrial working exhibit, a force 
of demonstrators, and a sales department of school-made indus- 
trial articles. Through these, it is the purpose to show the com- 
plete public school system as it is now organized from grade one, 
the lowest work of the primary course, through the high school 
classes; first of all, the idea of centralized school management; 
campaigns for standard school buildings and sites ; office manage- 
ment; the public welfare movement; school finances; literacy 
progress; training in public health and citizenship; special cam- 
paigns to improve standards of living; the special training for 
girls; classroom methods; academic progress; standardization of 
school text-books and courses of study; the industrial program; 
the play movement and school athletics; gardening and agricul- 
ture; economic research work; design and dye work; and, in an 
industrial way, the great campaign to make use of the local 
wealth of raw materials in the household industries, the improve- 
ment in standards of workmanship, and the employment of typical 
weaves and designs of Malayan origin. 

Stated most briefly, the exhibit presents the complete public 
school system of the Philippine Islands, with balanced curriculum 
embracing academic instruction, industrial training and vocational 
guidance, athletics and play ; organization and administration. 
From its very nature, the industrial branch is capable of fuller 
representation in an exposition than any other; and it is precisely 
upon industrial and commercial features that emphasis is placed 
in the exhibit, in order that the schools, by the publicity which 
they give, may do their part to bring the markets in touch with 
the industrial possibilities of the Islands. 

Organization and System 

An inspection of the exhibit begins naturally at the Rotunda. 
The first of the chart groups takes up the organization of the 



Philippine Bureau of Education and its place in the government. 
Incidentally, the entire government organization is explained in 
graphic form. This group also treats of the property and finan- 
cial matters of the public school system. Many visitors will be 
surprised to learn that the entire cost of education in the Phil- 
ippines, and of the operation of the entire Philippine Government 
for that matter, is paid by the Filipino people themselves through 
a well-ordered system of taxation. Not one peso towards the 
payment of Philippine Government expenses comes from the 
United States. 

The next chart shows the distribution of the more than 4000 
public schools throughout the Archipelago, the rural or "barrio" 
schools, the central schools, and the higher provincial and special 
schools. This map shows that the school system which had its 
beginning in Manila sixteen years ago now reaches the farthest 
isles of the group and the remotest mountain settlements. 

The main wall in the pedagogic exhibit is occupied by the 
two charts covering the Philippine public school system and the 
general course of study. Subsidiary charts set forth further 
details of the system: the growth in enrollment from practically 
nothing in 1 898 to more than 600.000 at the present time ; the 
unit system of education with its economic and social aims; and 
the balanced curriculum with academic, vocational and physical 
features; but above all these, the fact that absolutely all of the 
instruction in the public schools is carried on in the English 
language, taught to Filipino children who speak in various parts 
of the Islands several separate and distinct Filipino dialects of a 
Malay tongue. (The Spanish language is limited almost entirely 
to a small percentage of the older generation of well-to-do 
families who were educated under th° Spanish regime.) The 
system chart explains the primary curriculum ; the several special 
courses provided in the intermediate grades, largely vocational ; 
the secondary work providing for further specialization in a 
minor professional way ; and the professional and cultural courses 
in the several colleges of the University of the Philippines. 

The course of study chart covers only the general course of 
the system ; by means of six color schemes is shown the propor- 
tional time allowed throughout the course for physical training. 



education in English and literature, mathematics, citizenship and 
health preparation, mdustnal work, and music and drawing. 
All the studies of the eleven-year general course are covered in 
this classification ; similar information for the other intermediate 
and secondary courses is available in the exhibit. 

The next group of charts takes up the industrial instruction 
in the schools, and summarizes the many phases of industrial 
work which have attention throughout the eleven-year course. 




THE TECHNICAI, EXHIBIT— INDUSTRIAI, FOUNDATIONS. 
DESIGNS. DYE WORK. 



The striking feature is the differentiation in work for boys and 
girls in the primary grades, and specialization in the intermediate 
grades. Many details of the work and observations on the 
results are given in subsidiary charts. When the pupil enters 
school, he takes up industrial work just as he does arithmetic or 
any other subject, and he is not advanced from one grade to 
another until he has finished the prescribed work and secured 



satisfactory ratings, be his assigned task a home garden, a basket, 
a piece of embroidery, a lesson in cooking, or a wood exercise. 
Another group of charts covers the organized movement for 
play and athletics carried on by the schools throughout the 
Islands. Every pupil who enters the schools takes part in some 
physical exercises and has regular supervision in his play, as in 
any other branch in the curriculum. The general organization 
from the school team to the annual national meet is explained, 
with mention of Filipino interscholastic records. 

Industrial Foundations 

In the special booth provided in the technical and scientific 
exhibit are found some of the fundamentals upon which the entire 
vocational program is based. In the forms of photographs, her- 
barium sheets, raw materials, prepared materials, and articles in 
unfinished and completed forms, here are shown the products 
of the forest, field, and swamp — the grasses, sedges, fibers, stems, 
roots, woods and other materials which are the basis of the 
handicraft industries of the Islands. Many of these industrial 
materials have long been known to the established industries; 
many of them have been discovered and worked out in the 
experiments of the schools under systematic economic and indus- 
trial surveys. The dye features are purely the result of school 
enterprise and have been worked out by foreign scientists in 
great detail for the most important of the industrial materials. 
One case here contains a display of the graded industrial courses, 
elementary and advanced, showing the processes in the teaching 
of some of the principal industrial lines. Another very impor- 
tant work placed with the technical exhibit is that of preparing 
for Philippine products a series of structural and ornamental 
designs of Philippine or Malaysian origin. 

The school exhibit in Philippine design work shows the 
progress made in the search for suitable motifs. These studies 
cover the Islands and include the old handicraft designs, some 
from the fauna and flora of the country, and some from the 
primitive art which still remains, particularly among the mountain 
peoples. The arrangement of such motifs in appropriate natural 



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and conventionalized forms for embroidery, basketry, and other 
household industries, and the distribution of the finished designs 
throughout the PhiHppines by means of samplers, sample objects, 
blueprints. The Philippine Craftsman, and other media, will not 
only prove of interest but will indicate the place of design in 
the industrial program. 

A number of Philippine products which are known in the 
world's markets are so distinct in character that they are already 
well marked as Philippine. Among them are such cloths as 
pina, jusi, and sinamay, cloths that are unexcelled in qualities 



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A MODERN CONCRETE SCHOOL BUII.DING. IN THE MODERN 
STANDARD PI^AN OH SIX ROOMS. 

of sheerness and gauziness, fineness and silkiness; and pinolpog, 
which is the sinamay pounded to a soft silky state ; the products 
of abaca or Manila hemp; the delicate ilang-ilang perfume; in 
some measure the fine woods; agricultural products — tobacco, 
sugar, copra, maguey and other smaller items; the Philippine 
hats which have been imported into the United States and 
Europe for fifty years; and most of all the fine embroidery 
which Filipino women have been making for decades. These 
articles are distinctly Philippine because of the materials of 
which they are made. There has been in the past no design or 
color or form of manufacture that has been to this country 



10 



unique, no secret processes which give to the Filipinos a clear 
advantage over other peoples; no well-established system of pro- 
duction along standard lines handled by an economic scheme of 
brokers, exporters and shippers which might give to the industry 
the advantages of production and sale in large quantities. The 
hat weaves are as well known in a dozen other countries as 
here ; embroideries m the designs m use m the Philippmes have 
been made elsewhere and shipped to the United States and 
there sold under the name and with the advantage in price of 
Philippine embroideries, while true Philippine embroideries have 
been sold in the markets of the United States as European prod- 
ucts ; the Tagal braid which is used almost exclusively in the 
production of women's braid hats is made from the Manila 
hemp, put through a process of manufacture into braid princi- 
pally in Japan, though to some extent m Italy, Germany and 
France; the fragrant Philippine tobacco has fought a hard fight 
to maintain its identity and to be known by its representative 
manufactured products ; the finest Philippine hats have for 
decades been known in the world markets as Bangkok hats, this 
Philippine export taking its trade name from a port which hardly 
knows the industry, a trick of early traders to keep secret the 
source of their profit. 

Evidently something must be done to bring to the Philippines 
its own ; there must be introduced into the commercial product 
something distinctly Philippine in makeup and design. A be- 
ginning has already been made in this work in the public schools ; 
but the product is still limited almost entirely to the output of 
the schools, though the industries will be introduced from the 
schools into the homes as rapidly as conditions permit. As 
examples of the beginnings already made, examine the variety 
of forms into which the beautiful abaca is turned out: baskets, 
hats, cushions, footstools, handbags, slippers, macrame of many 
kinds, even embroidery and lace ; the raffia of the buri palm 
with its dozens of new uses; the variety of distinctively Philip- 
pine baskets into which the many newly discovered materials of 
the swamp, field and forest are constructed — setting new stand- 
ards for the world in basketry ; the distinctive forms and deco- 
rative motifs which are to be found in so many school products 

11 



of the Islands. On the industrial articles which have been 
developed immediately in the public schools there must be found 
something Philippine; something in the flower and fruit and 
insect patterns of the Philippine embroidery, in color or design, 
or in the application of a weave, or the interweaving of many 
natural colored fibers and splints — this latter the basis of a dis- 
tinct type of Philippine basket. 

The ultimate aim is not merely the teaching of the making 
and selling of an object; even aside from the pedagogic principle 
of teaching children to make somethmg with their hands, there 
is the greater problem of introducing such school industries from 
the school into the home, no easy task nor quick of accomplish- 
ment when one considers the many operations involved. These 
are of importance ; but the child educated as a citizen in the 
fullest meanmg of the term and tramed as an agriculturist or a 
skilled craftsman is the real product. 

Text-Books, Publications 

Near the exhibit office is found the show-case in which are 
displayed some representative text-books now used in the various 
grades of Philippine public schools. In contrast with these a 
few of the texts in use during the pre-American administration, 
as well as some of the earlier texts used in the first American 
schools in the Islands, are shown. These will give some idea of 
the task which the educational authorities faced in providing 
adequate text-books ; the fact that practically 9 1 per cent of the 
books now used (not including the University of the Philippines) 
are especially prepared for the Philippines bears evidence to the 
progress which has so far been made. The text-books not espe- 
cially prepared for the Philippines are principally in the upper 
high school grades in the study of literature and other subjects 
which do not require a special Philippine presentation. 

The bookcase near the information desk contains the re- 
mainder of the text-books used in the public schools — the grand 
total of all books prescribed for use in the more than 4000 
primary, intermediate and secondary schools, through eleven years 
of school work, amounting to approximately 1 00. This case 

12 



also contains in bound form a collection of all of the publications 
of the Philippine Bureau of Education since its inauguration in 
1 90 1 , embracing the series of annual reports, bulletins, text- 
books, civico - educational lectures, miscellaneous publications, 
The Teachers Assembly Herald, and The Philippine Crafts- 
man; also several interesting compilations of educational data for 
the student of school affairs. Supplementary to this, in the office 
of the exhibit is to be found a further more comprehensive ref- 
erence collection on Philippine school and general affairs, and 
more detailed compilations of the procedure and operations of 
the Bureau. 

Another showcase on the main wall to the right contains a 
display of typical record forms, and publications of the Bureau 
of Education, covering in a general way the record of pupils 
and classes, the system of "certificates and diplomas, the service 
of teachers, school library administration, the industrial account- 
ing and museum systems, and the general accounting, property 
and office procedure; of the publications of the Bureau, there 
are displayed about a dozen of the representative bulletins and 
texts. Deserving of special emphasis are the industrial and 
accounting forms, a system by which accurate account is kept of 
the making of each object, so that the pupil responsible for the 
making of an article is given a definite share in the selling price 
and profit. This system is of value in determining such points 
as wages and prices, of the utmost importance in adjusting 
industrial operations with the commercial world. 

In this same section a lantern slide machine with series of 
Philippine general views and Philippine school views is in con- 
stant operation. The exhibit is equipped with approximately 
1 000 lantern slides bearing upon the Philippines and their 
schools. Close by are open for inspection several albums of 
Philippine school views in which the details of the work are 
presented in an interesting manner. 

In another bookcase near the Rotunda are on exhibit the 
80 bound volumes which represent the class written work of 
the schools in every course, grade and subject, from the primary 
through the secondary. These volumes are built up of the 

13 



uncorrected written work of entire classes and represent every 
subject in the curriculum which can be so set forth. 

Buildings and Sites 

At the farthest entrance to the pedagogic exhibit is a small 
model school building, a feature of the display covering the 
campaign for adequate school buildings and grounds. This 
phase of the Philippine school work is set forth in much detail 
in the group of wall charts, and in the building plans and photo- 
graphs near by. The buildings are made in several sizes from 
one room to twenty rooms. This model is of two rooms and 
shows the unit system of construction explained in the charts. 
More than 400 school buildings of reinforced concrete in these 
standard designs have already been constructed, scattered in all 
parts of the archipelago ; in addition to these, some 300 satisfac- 
tory buildings of permanent construction have been put up ; but 
the great majority of the more than 4000 schools are housed in 
buildings of temporary and semi-permanent types. Approxi- 
mately one-seventh of the building program of the Islands has 
been consummated. The model here shown was built according 
to plans and specifications by the students in the Philippine 
School of Arts and Trades. These buildings are in a style of 
architecture worked out especially for the tropics and for the 
Philippines, and admirably meet the requirements pedagogically, 
hygienically and structurally. 

A school feature closely related to the building work is taken 
up on a wall section directly opposite the main technical exhibit. 
This has to do with the special movement for school sites to meet 
the demands for school building location, playground, school 
garden and farm. The minimum land requirements for standard 
sites are 2Yl acres for central schools and I '/4 acres for rural 
schools. The standard for provincial school plants is set at 
25 acres. 

School Gardening and Farming 

The school work in gardening and farming and in the im- 
provement of the food supply is given attention in this section 

14 



also. A large wall chart sets forth the work in the five distinct 
branches: agricultural specialization, school farm work, school 
and home gardening, settlement farm schools, and the food cam- 
paigns with their demonstrations. These features are also empha- 
sized and explained by means of transparencies, photographs 
and numerous publications. The Philippines are and continue 
to be essentially an agricultural community; in realization of this 
fact, the gardening feature stands out as one of the most promi- 
nent branches of the industrial work. In the agricultural schools 
young men are being trained, in a broad way, to deal with big 
agricultural problems such as are to be met with in the opening 
up of the vast land areas in thinly populated sections. The 
school farms aim to increase the farming efficiency and to develop 
the grange movement. The settlement farm schools are to 
establish permanent settlements among the mountain peoples. 
The movement for school and home gardens has met with sur- 
prising success; from the some 3000 school gardens the work 
reaches out to the homes where school boys cultivate under the 
supervision of their teachers approximately 40,000 home gardens 
— a very big factor in the home life. The food campaign has to 
do with the further extension of food crops supplementary to rice, 
which is the staff of life, and to the demonstration work carried 
on largely by the school girls to instruct the masses in the use 
of corn and other foods. 

The Industrial Booths 

The real industrial exhibit of the public schools is the display 
of a thousand articles made by the pupils in their prescribed 
school work. This exhibit is divided into six sections covering 
the trade school and school shop work, the work among the girls 
particularly in needlework and lace, and the great variety of 
household industries which come under the general caption of 
handweaving; there are also several minor lines. 

From the trade schools and school shops are on display repre- 
sentative pieces of the fine furniture and some of the pottery 
work. Though of small area (total area 127,000 square miles), 
smaller in size than the State of California (156,000 square 

15 



miles), the Philippines rank high among the countries of the 
world in wealth of forest lands, and nowhere are there to be 
found more beautiful and generally valuable woods for interior 
finish and cabinet purposes. For several years the trade schools 
have been training young men in the making of furniture, in 
general woodwork, in building construction and in other branches. 
Some of the trade schools are equipped for iron work; there are 
included on the walls several frames of exercises in iron and 
wood. There is a great variety of office and home furniture on 
exhibit in sets and in single pieces, all of solid construction and 
of the finest Philippine woods throughout ; most of them are 
finished in the French polish. There is also a display of smaller 
wooden articles, pictures frames, boxes, trays, etc., turned out in 
the earlier work of the pupils. There are furniture sets for office, 
dining room, hall, bedroom and library, and many single pieces 
in such beautiful Philippine hard woods as ebony, camagon, acle, 
narra and tanguile, woods which are superior to the mahogany 
standard. 

Philippine embroidery is a long-established industry and has 
made a good name for itself in the markets. Formerly restricted 
to certain small districts, it is now taught in every town. Many 
forms of lace and crochet, Cluny, torchon, Irish crochet, filet 
and tatting, have been introduced and extended through the 
public schools. There is a profusion of beautiful pieces in all 
of these lines, many of them done in the exquisite native materials 
of the Islands. The pifia luncheon sets in designs based on 
native Philippine motifs are of exquisite workmanship. 

The work for girls is not confined to fine pieces for an export 
trade. The greater part of their work can be explained at an 
exposition only by means of pictures and charts, and is set forth 
in this manner. Recently the Bureau issued a bulletin on plain 
sewing for the elementary grades — a course intended to train 
the girls to make the clothes for themselves and for their little 
brothers and sisters and others at home. The effect of this 
course in the brief period during which it has been in operation 
is remarkable and is most gratifying. It can be seen upon the 
streets of the cities and towns in all parts of the Islands. Cook- 

16 



ing, housework, many branches of industry, ethics — subjects 
which make for high home standards — are emphasized in the 
schools and explained in the exhibit. 

In the three booths covering ferns, palms and bamboo, the 
products are more or less similar; hats, baskets, mats, trays and 
boxes, wicker furniture and a variety of smaller pieces. Two 
facts enforce themselves noticeably: the fact that a great number 
of these materials are in natural colors; and that in all of the 
articles displayed there is evidence of something Philippine in 
design and weave. The light furniture on display in these 
booths is worthy of special study. It is evident that such fine 
furniture as is shown across the aisle cannot be for other than 
fine homes; hence it is to the light furniture which can be made 
of bamboo and palms that the people must turn for the equip- 
ment of the average and more homely dwellings. At practically 
no expense and with the simple knowledge which the boy can 
acquire in the primary grades, he is able to furnish his own home 
with furniture which is attractive and comfortable— a great step 
forward in the improvement of home standards. 

In the abaca booth, visitors will be surprised to learn that 
Manila hemp which they know as the basis of a great cordage 
industry is put to many other uses in the Philippine Islands. 
Here are samples of the uses which are being made of it in 
the school work. It has long been used as a textile, and for some 
years has been the basis of the Tagal braid of which the 
majority of fine ladies' hats are made. Through school experi- 
ment it is now being utilized in the making of new forms of 
hats, slippers, cushions, a variety of macrame pieces including 
handbags and trays, and in the finest of coil baskets. 

The five booths which have just been discussed embrace the 
general subject of household industries — the crafts which can 
be carried on in the homes to augment the living assured through 
agricultural pursuits. By far the most important of them are 
covered in the needlework, hats, wicker furniture and baskets. 
The possibilities in basketry are beyond comprehension. From 
all parts of the islands come in abundance the finest basketry 
materials. The proper impetus has been given to establish some- 

17 



thing which is commercially satisfactory in the way of structural 
and ornamental design, and the Filipinos, even the school chil- 
dren, have shown an aptitude for the work and can turn out a 
good product. The development of the basketry industry should 
result in a rich harvest for the Philippines. Not only this ; it 
will meet economically the market which already exists for prod- 
ucts of this type. The basketry exhibit of the Philippine public 
schools is probably the most comprehensive and complete com- 
mercial line in the entire Philippine exhibit. 

The numerous plants among the industrial exhibits are in- 




SCHOOI, GIRI, MAKING EMBROIDERY. 

tended to serve a double purpose. Aside from their use as a 
decorative feature, these plants serve to illustrate the materials 
which are the basis of construction of most of the articles. In 
general terms we may say that four plant groups furnish the basis 
of most of the handweaving in the Islands — abaca (Manila 
hemp), bamboo, palms, and ferns. This classification is ob- 
served in the grouping of the displays. While these four groups 
of plants illustrate the main sources of industrial materials for 
the schools, there are numerous other important plant groups, such 



18 



as pandans, grasses, and sedges, some of which are included 
among the potted plants on exhibit. 

Industrial Sales Department 

Both at the Philippine Pavilion on the Avenue of the 
Nations, and in the exhibit in the Palace of Education, the 
products of the Philippine public schools are on sale to the public. 
This sales feature is not an experiment; it is a business propo- 
sition, where Philippine products in acceptable design and work- 
manship are sold in commercial quantities and at reasonable 
prices. There will be placed on sale during the Exposition year 
something like 40,000 separate industrial articles, all the product 
of public school pupils of the Philippines. These include the 
articles on permanent display in the show cases, which are also 
for sale with the provision that delivery shall be taken at the 
close of the Exposition. The many thousands of articles ready 
for sale and delivery now are very often duplicates of the articles 
on display. 

As an example of trade possibilities between the Philippine 
Islands and the United States, figures for the year 1911 indicate 
that the United States imported from foreign countries nearly 
forty million dollars' worth of laces and embroideries. The 
share of the Philippines in this trade was a negligible quantity. 
It must be noted that a large import duty is collected on these 
materials imported from other countries, whereas they can enter 
the United States from the Philippines free of duty, the Philip- 
pines thereby having a marked advantage over all competitors 
in this trade. The entire output of the Philippine Islands can 
be absorbed in the trade of the United States to the profit of 
both countries. The same is true of many other Philippine 
industrial lines. 

Theexhibit proper is rounded out by means of transparencies, 
groups of pictures, framed enlargements, and albums. Pro- 
grams will also be given according to schedule in the department 
lecture hall in the Palace of Education. For this purpose there 
are available several hundred lantern slides as well as 2000 feet 

19 



of moving picture films. The moving pictures cover the principal 
features of Philippine school work. 

Those who have visited exhibits from the Philippine Islands 
at other expositions, and particularly at the exposition held in 
Saint Louis in 1 904, are at once impressed by striking differ- 
ences in this exhibit. In former exhibits, emphasis was placed 
upon what is strange, curious or bizarre in the Philippines — 
somethmg to startle people or to amuse them. The purposes of 
this exhibit along such different lines are self-evident: to give 
proper publicity to the eight millions of cultured Filipinos. It 
is the purpose to show in what manner the Philippine public 
schools have fulfilled their task of giving enlightenment to the 
rising generation, and what may be the possibilities of the Fili- 
pmos educationally, industrially, and as a people. 




ONE OF THE INDUSTRIAL BOOTHS— ARTICI<ES MADE 
BY SCHOOI, CHII.DREN. 



20 



ORGANIZATION AND ADMINISTRATION 



Historical 




THK HRIDCH OF SPAIN. MANILA. 



The history of the 
Philippine Islands, in 
so far as it effects the 
present public school 
system, began on 

August 13, 1898, 

the date of American 
occupation. How- 
ever, the work of the 
Spanish schools which 
had existed for two and a half centuries before made possible the 
almost immediate introduction and rapid development of the present 
schools; for the Spanish system, incomplete as it may have been 
when measured by present-day standards, was more efficient than 
that of any other colony in the Orient. 

The reliable history of the Philippine Islands based upon 
written records begins with the arrival of Magellan in 1521. 
The chroniclers of that and later periods give clear and complete 
accounts of the life and customs of the Filipinos. The natives 
had a system of writing and understood many of the primitive 
arts. Civilization was not wholly wanting. Manila was then a 
commercial center for traders for the Malayan peninsula and 
archipelago, and from China and Japan. 

The conquest of the Islands was rapid, and by 1 600 Span- 
ish rule and Spanish institutions were established. From the 
Spanish monarch in the Escorial, Philip II, came the name 
Filipinas — the Philippines; from Catholic Spain came the religion 
which, through the zealous efforts of the missionaries, became the 
accepted belief of the great majority of the Filipinos. The 
Spanish tongue of old Castile was introduced as the official 
language of the country, confined as it had to be to the few 
who could acquire some knowledge of it. 



21 



Manila became a city of importance in the East and the 
Philipines took rank with other European colonies in the Orient. 
In general, the history of the Philippines during these three 
centuries and a half is similar to that of other eastern colonies. 
Aggressive foreign powers from without were warded off and 
frequent insurrections within were suppressed. The Mahom- 
medan Malays to the south known as the Moros proved strong 
and persistent enemies and were not wholly subdued by the 
Spaniards. 

With the close of the 19th century came the Cuban revolt 
and the Philippine insurrection. Before this time the Filipino 
patriot. Dr. Jose Rizal, returning from Europe with new and 
broad modern ideas, had tried by honest and peaceful means to 
bring about reform for his people in education and government; 
but political intrigue and the unsettled conditions led to his de- 
struction ; this high-minded Filipino patriot was shot as a traitor 
on Bagumbayan field on December 30, 1 896. The conditions 
resulting from the Cuban troubles led in 1 898 to the Spanish- 
American War, which gave Cuba independence under Ameri- 
can protection and gave to the United States control of the 
Philippine Islands. 

With the Treaty of Paris which settled the affairs of the 
war in 1 898 came the first Philippine Commission consisting 
of the following members: President J. G. Schurman, of Cornell 
University; Rear- Admiral George Dewey, United States Navy; 
General Elwell S. Otis, United States Army; Colonel Charles 
Denby, formerly United States minister to China; and Professor 
Dean C. Worcester, of the University of Michigan, who were 
instructed to investigate and report upon Philippine conditions 
and to make recommendations. After the return and report 
of the first Commission, a second Commission with new duties 
was sent out consisting of the following members: Hon. William 
H. Taft, of Ohio; Professor Dean C. Worcester, of the Uni- 
versity of Michigan; Hon. Luke E. Wright, of Tennessee; 
Hon. Henry C. Ide, of Vermont; and Professor Bernard Moses, 
of the University of California. Later two Filipino members, 
Dr. T. H. Pardo de Tavera and the Hon. Benito Legarda, were 

22 



added to the Commission. To the Second Commission was dele- 
gated an additional authority to act; it was to take over the 
legislative power of the United States in the Philippine Islands 
with the power of appointment of civil officials and employees. 
The Military Governor was to remain until affairs should so 
adjust themselves that they could be taken over by a civil govern- 
ment. 

The letter of instructions issued by President McKinley to 
the Commission constitutes a classic with which every one inter- 
ested in the Philippines should be familiar. In conclusion. Presi- 
dent McKinley states: 

"I charge this Commission to labor for the full per- 
formance of this obligation, which concerns the honor 
and conscience of their country, in the firm hope that 
through their labors all the inhabitants of the Philippine 
Islands may come to look back with gratitude to the day 
when God gave victory to American arms at Manila and 
set their land under the sovereignty and protection of 
the people of the United States." 

The transfer from the military to the civil government was 
effected on July 4, 1901, and the Commission proceeded with 
the organization of municipal and provincial governments, the 
judiciary system and the central executive government. It is 
interesting to note that the fifth law enacted by the Commission 
was for the "establishment and maintenance of an efficient and 
honest civil service in the Philippine Islands." , 

The growth of the government into a stable institution was 
attended during the early period by many difficulties which were 
indeed perplexing at the time. During the period of amend- 
ments and changes the public school system was already taking 
form; and it too was contending with the difficulties incident 
to this reorganization. 

The first steps towards a system of education in the Philip- 
pines were taken as early as the year 1 634, when Philip IV 
of Spain ordered that steps be taken for the education of the 
Filipinos in the Spanish language and in Christian doctrine; and 
at various times in the succeeding centuries the state and the 
church gave stimulus to public instruction by royal decree and 
by appropriation. Nevertheless, it was not until the middle of 

23 



the past century, in the year 1 863, that the first general system 
of education was undertaken. 

Various regulations fixing the minimum number of schools 
and teachers were promulgated ; but meager as they were, these 
decrees were not carried out and the school facilities and attend- 
ance contemplated were never more than half realized. There 
were few good school houses, no good furnishings and no 
modern textbooks. It was not unusual to find the school with 
no seats for the pupils. Reading, writing, sacred history and 
the catechism were taught. There was little school discipline 
or order. Judging from modern school standards, the curriculum 
left much to be desired. 

Under the decree of 1 863 and subsequent legislation, the 
number of public primary schools reached 2167 in 1897. Then 
the revolt against the Spanish authorities became general and 
education received little attention until the American occupation. 
For a period of some years at the end of the 1 9th century, the 
public schools were closed almost everywhere. 

Manila was occupied by the American forces on August 1 3, 
1 898. Within three weeks after that time, seven schools were 
reopened and a teacher of English was installed in each of 
them under army jurisdiction. In fact, for a period of more 
than two years the public schools of the Islands were operated 
under the military, and one of the first army interests after the 
occupancy of a town or a village was the establishment of the 
public school, generally with an American soldier detailed as 
teacher. Although there was little permanent school organization 
in this, its moral effect was very great. 

The first Manila schools under American control were under 
the supervision of Father W. D. McKinnon, Chaplain of the 
First California Regiment. In June, 1899, Lieutenant George 
P. Anderson was detailed as City Superintendent of Schools for 
Manila, and later Captain Albert Todd was made Superin- 
tendent of Schools for the Philippine Islands. In May, 1 900, 
Captain Todd turned over the work to Dr. Fred W. Atkinson, 
who had been chosen by the Philippine Commission as General 
Superintendent of Public Instruction. In the meantime the army 

24 



officers and enlisted men continued with the school work, although 
during the first year of Dr. Atkinson's administration superin- 
tendents and teachers began to arrive from the United States. 

On January 21, 1901, the Commission passed Act. No. 74, 
the basis of the present school law, which among other provi- 
sions created a Department of Public Instruction. This Act 
provided for the appointment of I 000 teachers of English from 
the United States; by the close of 1901 there were 765 Ameri- 
can teachers in the Islands. The great majority of these teachers 
reached the Islands on the famous trip of the U. S. A. Trans- 
port Thomas, August 21, 1901. 

In 1903 Dr. Elmer B. Bryan succeeded Dr. Atkinson at 
the head of the school work. Ill health caused him to resign 
in August of the same year, when Dr. David P. Barrows took 
charge of school affairs. Dr. Barrows continued at the head 
of the work till 1909, when he resigned to join the faculty of 
the University of California. The schools enjoyed ever increasing 
prosperity, the enrollment rising from 227,000 to more than 
450,000 during his administration. Upon the resignation of 
Dr. Barrows, Mr. Frank R. White became Director of Educa- 
tion. Mr. White did not live to see the full extension of the 
influence of the Bureau. He died in Manila on August 1 7, 
1913, and was sijcceeded by Mr. Frank L. Crone, the present 
Director of Education. 

The early history of the Bureau of Education was check- 
ered with difficulties and reverses. Most of the teachers were 
without experience, and with difficulty adjusted themselves to 
the Philippine situation. Many of them became discouraged, 
and the Filipinos were dissatisfied with the progress made. In 
1902, a widespread cholera epidemic carried away thousands 
of people and caused the almost total cessation of school work. 
Practically none of the American teachers understood any Span- 
ish, the language of the educated Filipinos, and none of them 
except a few who had been soldiers knew anything of the numer- 
ous Filipino dialects. There were at first no school books, no 
supplies, no equipment; teachers were driven to the most natural 
methods of instruction, and their success under adverse conditions 

25 



far exceeded expectations. Schoolhouses had in many cases 
been destroyed. Others had been used as barracks, prisons and 
hospitals, and their equipment had been largely lost or destroyed. 
Besides this, at first there was no general enthusiasm on the part 
of the people for education. Some children came to school out 
of curiosity ; others were brought in by the municipal police, or 
by some form of moral suasion which had the effect of compul- 
sion. Attendance was irregular and the amount of tardiness 
was appalling. The American teachers, however, gradually won 
the confidence and friendship of the people and the progress made 
by children who had attended school with regularity began to 
gain notice. 

By the year 1 908 the schools throughout the Islands were 
beginning to receive the business-like support of the whole people. 
Since that time their popularity has constantly increased until 
today any suggestion that the work of the public schools be 
curtailed in any way would meet with a storm of universal disap- 
proval. The people are disposed to make every sacrifice in the 
interest of the schools. Their greatest efforts, however, have 
been insufficient to meet the growing demand for education. At 
the opening of schools in June of 1914, with nearly 500,000 
children in average daily attendance, more than 23,000 had to 
be turned away for lack of room. It is only financial reasons, 
the absolute necessity for keeping expenditures down to the mini- 
mum, and particularly the heroic economic measures which must 
be adopted because of the present European crisis, that prevent 
the further extension of the public schools to an enrollment of 
perhaps 800,000. 

Organization of the Philippine Government 

The organization of the general Philippine Government and 
its relation to the central government of the United States is 
set forth in the chart which is produced herewith. The govern- 
ment comes under the administrative control of the War Depart- 
ment at Washington. Like that of any of the states, it is divided 
into three branches — executive, legislative and judicial. The 
executive power is vested primarily in the Governor-General, who 

26 



is appointed by the President of the United States. The 
Governor-General is the President of the Philippine Commission, 
a legislative body and advisory council for the chief executive. 
There is also a Vice-Governor who is a member of the Philip- 
pine Commission. With the Governor-General as President, the 
Commission is composed of members appointed by the President 
of the United States. Four of these members are also secre- 
taries of departments or hold department "portfolios"; the other 
four are advisory commissioners. 

The several bureaus of the Insular Government are answer- 
able to the secretaries of their respective departments, who are 
themselves responsible to the Governor-General. The bureau 
heads are appointed by the Governor-General with the consent 
of the Philippine Commission. 

At the present time, the personnel of the Philippine Com- 
mission is as follows: 

His Excellency, Francis Burton Harrison, Governor- 
General. 

Hon. Henderson S. Martin, Vice-Governor and Secre- 
tary of Public Instruction. 

Hon. WiNFRED T. Denison, Secretary of the Interior. 
Hon. Clinton L. Riggs, Secretary of Commerce and 

Police. 
Hon. Victorino ]\Iapa, Secretary of Finance and Justice. 
Hon. Rafael Palma, Member. 
Hon. Jaime C. de Veyra, Member. 
Hon. Vicente Singson Encarnacion, Member. 
Hon. Vicente Ilustre, Member. 

The division of the governmental machinery into its depart- 
ments and bureaus is indicated in the organization plan included 
here. 

The executive branch of the government is administered in 
three divisions known as the insular government, the provincial 
governments, and the municipal governments. Each of the pro- 
vincial governments is controlled by a central board of three 
members, of which the Provincial Governor is the Chairman. 

27 



The following is a list of the provinces organized by the central 
government : 

Albay Misamis 

Antique Mountain 

Bataan Nueva Ecija 

Batanes Nueva Vizcaya 

Batangas Occidental Negros 

Bohol Oriental Negros 

Bulacan Pampanga 

Cagayan Palawan 

Camarines Pangasinan 

Cavite Rizal 

Cebu Samar 

Ilocos Norte Sorsogon 

Ilocos Sur Surigao 

Iloilo Tarlac 

Isabela Tayabas 

Laguna Union 

Leyte Zambales 
Mindoro 

and the special governments of the City of Manila and of the 
Department of Mindanao and Sulu. 

The provinces are divided into an average of about 20 
municipalities each. The officials of the municipal governments 
are elected by the people and are answerable through their 
provincial boards to the Governor-General. The chief municipal 
official is the President, who is chairman of the Municipal 
Council, an advisory-and legislative body representing the people. 

The Legislature consists of two houses. The upper house 
is known as the Philippine Commission and has already been 
explained. The lower house is the Philippine Assembly. The 
Assembly is composed of 81 members elected by the people, 
each province having at least one representative. At the inaug- 
uration of the Assembly in 1907, the Honorable Sergio Osmena 
of Cebu was chosen Speaker, and he has continued to hold that 
office since. In the United States, the Philippine Legislature is 
represented by two Resident Commissioners to the House of 
Representatives at Washington, D. C, without vote. At the 
present time, these representatives of the Filipinos are the Hon. 
Manuel Quezon and the Hon. Manuel Earnshaw. 

28 



There are some exceptions to this general government outline, 
as in the case of the special Department of Mindanao and Sulu, 
which, because of the differences in the customs and religions of 
the people, has a somewhat different form of government; and 
the so-called special provinces, inhabited largely by the mountain 
people of the Philippines, who do not yet share in the general 
plan of popular government provided for the majority of the 

THE PHILIPPINE BUREAU DP EDUCATIUN 

ITS PLACE IN THE GOVERNMENT 

WASHINGTON C 



US CONGRELSS 



THE PRESIDENT 



Ht PHUIPPIHCS 



PHIUPPWE LEGI5LWWE | | COVERNOR- GENE^a TI [ JUDICIARY 






SECY.FI WAMCE -JUSTICE | | SECRETA»Y. IKTERIOR | [TeCY.PU8LIC INSTBIICTIOK [ [_SEC'Y.COMMCRCE'P0LICt 



s 



•"Zl 





I SECOND assist ant! — [DIRECTOR Pr EDUCATION] — | ASSISTANT DIRECTOR 




provinces. The affairs of the mountain people are carried on 
through the office of the Secretary of the Interior, who has 
special jurisdiction over their territories. 

The judiciary system consists of a Supreme Court of the 
Philippine Islands, the provincial courts of first instance, and 
the local municipal justice of the peace courts. The members 
of the supreme bench are named by the President of the United 



29 



States; the judges of the courts of first instance and the justices 
of the peace are named by the Governor-General, with the con- 
sent of the Commission. 

The Government of the PhiHppine Islands holds only such 
authority as is vested in it by the Congress of the United 
States, the only sovereign body which can legislate for it. The 
present government is founded entirely upon an Act of July 1 , 
1902, known as the Philippines Bill. 

Organization of the Bureau of Education 

The Bureau of Education belongs to the Department of 
Public Instruction, one of the four executive departments of the 
Insular Government. 

The office of the Director of Education is known as the 
General Office of the Bureau; this is the large central office 
from which the work in all of its branches is controlled and 
directed. In the General Office are found also the offices of 
the Assistant Director and the Second Assistant Director and 
those of the Chief Clerk and the chiefs of the following divi- 
sions: Accounting, Property, Miscellaneous, Industrial, Build- 
ings and Grounds, Academic, and Records. For purposes of 
administration, the field is divided into 37 school divisions 
including the City of Manila, the Philippine Normal School, the 
Philippine School of Arts and Trades, and the School of 
Household Industries, which are considered as distinct divisions. 
Each school division is in charge of a division superintendent 
of schools or, in the case of the four special divisions within 
the city, a superintendent. The division superintendent is the 
representative of the Director of Education in his division, and 
all matters between the General Office and the school division 
must be handled through him. He is responsible for the school 
property in the division, for carrying out the policies dictated 
by the General Office, and for the organization and success of 
school work generally. 

The provincial divisions are divided into from two to 1 5 
districts, each in charge of a supervising teacher, who is imme- 
diately under the division superintendent of schools. In addition 

30 



to these, the division superintendent is aided directly by special 
division industrial and academic supervisors. 

Under the division superintendents also come the 35 provincial 
high schools. There are also 1 9 provincial trade schools, the 
principals of which are responsible to the division superintendent 
of schools. (Those provinces which do not have special trade 
schools carry on some of the trade work in the shop departments 
of their provincial high schools.) In each province there are 
also some schools of intermediate grade. 

The work of the supervising teacher is so distinct in the 
Philippine Islands as to need explanation. He is the local rep- 
resentative of the Director of Education and of the division 
superintendent, and is responsible for the general business control 
of the schools in his district. But he is also a teacher, a critic 
teacher ; and a great part of his work consists in teaching as he 
inspects the work of the various schools under him. 

But the central idea of the entire organization of the Bureau 
lies in the executive control which the Director exercises over 
the complete system. The responsibility for the conduct of school 
work rests entirely upon the Director, and he in turn holds his 
subordinates responsible. From time to time the Director calls 
upon the men in the field for advice ; in matters of great moment, 
or when undertaking new general school activities, or when con- 
sidering changes in the general school program, the Director 
invariably calls upon his subordinates for criticism, suggestion 
and advice. And when he is satisfied that changes should be 
made, he consequently has at his command an organization that 
responds readily to his directions. 

Aims, Procedure 

In stating briefly the aims and purposes of the public schools, 
definite recognition is given to the principle that public schools 
exist for the purpose of giving to each and every citizen an educa- 
tion which will fit him for the freest, happiest and most efficient 
life possible in the sphere to which his activities will probably 
be confined. This means, first, to give the great mass of the 

31 



population a primary education; second, to give an intermediate 
education to those who will constitute the substantial middle 
class of the community; and third, to provide secondary and 
higher instruction for those who are to assume leadership in 
thought and action. 

It is hoped to bring 800,000 of the 1 ,200,000 children of 
school age into the public schools at an early date. Even this 
figure falls far short of the total number of children of school 
age, and it would seem at first thought that probably one-third 
of the children would have to go without an education. This, 
however, is not the case. If we assume that each year the 
annual enrollment will be about 600,000, we can also assume 
that a large number of children will drop out of school while 
an equal number of new ones will have entered. Some complete 
the first grade, some the second, others the third, and so on. 
There is therefore a constant tendency for the number reached 
by the public schools to approach in a period of years the total 
number of children of school age in the regions where schools 
have been established. Schools for the present can not concern 
themselves with villages where the attendance would fall much 
below 40, and the difficult problem of taking care of children 
under such circumstances need not be brought up at the present 
time. 

The work of the Bureau of Education includes the organiza- 
tion and conduct of: 

1 St. Primary schools which offer a four-year course pro- 
viding instruction principally in English, simple arithmetic, geog- 
raphy; the rudiments of some useful occupation (industrial 
work) ; and organized play and athletics. 

2nd. Intermediate schools which give three years additional 
instruction and which lay great emphasis upon vocational training, 
including a general course, a course as a preparation for teaching 
primary grades, a course in farming, a course in housekeeping 
and household arts, a trade course, and a course for business. 

3rd. Schools of secondary grade offering a regular high 
school course of four years, modified in certain special schools 
to conform to the aims of such institutions as the Philippine 

32 






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33 



Normal School, the Philip^ipe School of Arts and Trades and 
the Philippine School of C<i|ian^ei4e.-^ y - 

All instruction in the Philippine public schools is given in 
the English language. 

The original law establishing the present school system pro- 
vided for 1000 American teachers in 1901. Since that time 
there has been a reduction in the number of American teachers 
employed until there are now about 550. The development of 
a Filipino teaching personnel has been one of the most difficult 
problems of the past ten years. It is to receive constant and 
consistent attention; in the educational service, more than in any 
other department of the government, it has been necessary to 
begin at the bottom with children in the lower grades, and lay 
in childhood the foundation in English and in other school sub- 
jects which will fit them for efficient work in the present school 
system. Only now are the young men and women who began 
their education in the American schools arriving at the years of 
maturity and judgment which are the first essentials of respon- 
sibility in position or office. 

When the first American teachers reached the Islands, there 
were very few Filipinos who could teach English. Since 1901 
the present Filipino teaching force of more than 9000 has been 
prepared. They have taken over almost all of the class work 
done by American teachers a few years ago, and the retention 
of such a considerable number of American'S^n the^ service has 
been made necessary by th^^nhhue^'^i'eed f(5r snpCTvision, and 
by the rapid growth of work in higher, education and in such 
special lines as industrial work and physical training. Today 
approximately 94 per cent of the entire teaching force is Filipino. 

Conventions, Conferences, Assemblies 



Much of the progress made in the development of the Filipino 
teaching personnel and in the maintenance of an enthusiastic 
esprit de corps has been through the well ordered system of 
conventions, summer institutes and vacation assemblies; and, for 
the American teachers in particular and for Filipinos as well in 
increasing numbers during the past three or four years, the summer 

34 



camp held in the temperate summer resort at Baguio in the 
Mountain Province. At annual conventions held either in Manila 
or at Teachers' Camp in Baguio, all division superintendents are 
brought together for a period of one week for a general discus- 
sion of school vs^ork, for criticisms and for plans. Special com- 
mittees appointed by the Director make careful study and report, 
not only upon general conditions but usually upon very specific 
lines. This gives an unexcelled opportunity for division super- 
intendents to get in touch with one another's problems, and for 
directors and superintendents to come to a clear understanding 
upon various points of policy and procedure. 

At Baguio, in the Mountain Province, the Bureau has main- 
tamed a summer camp for teachers smce 1 908. Each year 
during the long vacation, several hundred American and Filipino 
teachers avail themselves of the privileges of this camp at their 
own expense. The camp is provided with a large mess hall, a 
social hall, a dormitory for Filipino women, dormitories for Filip- 
ino men, six cottages, one class room building, several hundred 
tents and a fine athletic field. Distinguished lecturers from 
abroad and from the Islands give courses upon educational and 
general subjects; conferences are held for supervising teachers, 
for industrial teachers and for high school teachers and principals. 
For rest, for recuperation, for a vacation among pleasant and 
congenial surroundings, the opportunities of Teachers' Camp 
are unexcelled. The high altitude gives Baguio an ideal and 
mvigoratmg climate conducive to outdoor sports and recreation. 
The Benguet country contains the richest scenery in the Philip- 
pmes — pine-clad hills, wonderful gorges, beautiful valleys and 
vistas from the mountains to the sea. The object of this annual 
assembly is to provide for the benefit of employees of the Bureau 
the best possible vacation conditions, climatic, social and other- 
wise, without the necessity of their leaving the Islands. While 
the outdoor life at Baguio is itself a leading feature, a part of 
the plan has been to furnish for those who desire it opportunity 
for keeping in touch with the thought of the times so that mental 
growth may keep pace with physical recreation. There are also 

35 



included in the assembly program special courses in the leading 
industrial lines of the schools. 

An annual summer assembly is also held in Manila for 
Filipino teachers. During the past nine years, this assembly has 
been providing an excellent five-weeks course for an average of 
about a thousand teachers each year. At this vacation assembly 
Filipino teachers are given instruction in the industrial courses 
and m organized play and athletics; they also have opportunity 
to improve themselves along academic and professional lines. Not 
the least valuable feature of this assem.bly is the benefit derived 




SPLENDID NEW CONCRETE BUII^DING OF THE PHIIJPPINE 
NORMAL, SCHOOL, MANILA. 



from mutual intercourse and exchange of ideas, and through a 
visit to the metropolis of the Philippines. Trips of inspection 
are made to the principal points of interest. The broadening of 
the teachers' horizon caused by this annual meeting of enthusiastic 
co-workers from all parts of the Islands, who speak naturally 
distinct native dialects but who converse in the English language 



36 



as their common tongue, has done much to arouse a national 
consciousness. 

In addition to the vacation assembly held at Manila for the 
few hundreds of teachers who can make the trip there, each 
division holds an annual provincial normal institute in which 
similar courses are given. These provincial institutes are an exten- 
sion of the annual assemblies held in Manila and Baguio, and 
their faculties are as a rule made up of those American and 
Filipino teachers who have received instruction in the large Insular 
institutes. In fact the institutes of Manila and Baguio are organ- 
ized largely to provide for this normal extension work from the 
capital mto the provmces. 

The idea of conventions is carried into the division and into 
the school district, and the meetings of supervising teachers with 
the division superintendent and of classroom teachers and prin- 
cipals with the supervising teacher emphasize locally the benefits 
to be derived from such conferences. 

Finances 

As is already repeated elsewhere in this pamphlet, the full 
cost of the operations of the Philippine public schools, and of 
the entire Philippine government is borne by the people of the 
Philippine Islands through a well-regulated system of general 
taxation. For specific figures and details attention is invited to 
the statistics appearing elsewhere in these pages. 

The school revenues come from varous sources into the 
Insular Treasury, provincial treasuries and municipal treasuries. 
A fourth series of revenue is in the form of voluntary contribu- 
tions of money, land, labor, and materials, and this source is 
an appreciable addition to the government revenues. The money 
available from the insular treasury for the support of public 
schools is from direct appropriation by the Philippine Legislature, 
and IS covered in the annual budget, as well as in special acts 
particularly in the way of building construction and other perma- 
nent improvements. The statutes do not fix upon any particular 
portion of the provincial income for school purposes; the provin- 

37 



cial boards are responsible for the upkeep of certain schools of 
a provincial nature such as the high schools, trade schools and 
special institutions, as well as for the support of the offices of 
division superintendents. The amount of money made available 
each year by the various provincial boards is of some considera- 
tion, though very small when compared with the insular and 
municipal figures. The law provides that a certain proportion 
of the revenues accruing to the municipal treasuries be expended 




KIIJPINO GIRI.S AT INDOdR HASKBAI.l, 



in the interest of the public schools. This money is made avail- 
able through the action of the municipal councils and upon the 
recommendations of the division superintendents of schools. 

Pupils' funds also play an important part in the minor activi- 
ties of the schools, such as athletics, libraries, societies, clubs, 
school lunches, industrial work and entertainments. These funds 
are derived from receipts from entertainments, profits on indus- 
trial articles, contributions, club dues, and other sources. 

Special Schools 

The institutions which come under the heading of special 
insular schools are the Philippine Normal School for the training 



38 



of teachers; the PiuSippme School of Aits and Trades, wfakh 
maJntaJM intemircKatf and secoodaiy coocks in its iafkacxA 
departments; the V\iSiappmt SchotJ of Co mwef ce, windi puniAts 
high school courses m conmierdal subjects; the Central Ijuztm 
Agncnlbiral School, nrfaich is the higher schocJ of this type 
under the Bureau of Education; the School for the Deaf and 
Blind in Manila, which takes care of a Hnited nomber of 
defective children; the Scho(J of HoosefaiJd Industries, which 
provides instruction in embroidery, lace and garmort waking, and 
accommodates about 150 adult young women without anj 
special academic quali6cations; and the P hflipp iine Nautical 
School, operated in coiqunction with the Philippine ScfaocJ of 
Arts and Trades, providing for the nautical pn^fssion which has 
a big place in the transportation proUem of the Archipdagn. 



The UjiivxRsmr of the Philippines 

Tlie University of the Philgipines is establisl^ as a national 
school for higher education. It is a new institutioa and has 
zraduated but a few classes. Among its buildings are two fine 
structures, Univasity hall and the College of Medicrnp, on the 
Campus in the dty of Manila. As it is now equipped with 
buildings, faculty and f urn i shing s, it is able to do the work as 
thorou^ify as any good university; m fact, its aJleges and 
departments provide for every university need erf this comrtiy 
far better than could universities abroad. It is distinct from the 
Bureau of Educaticm, and is controlled by a Board <rf Regents 
under the chairmanshy of the Secretary of PuUic InstroctioB. 
The Director of Educaticm is a membCT of the Board. It 
embraces the colleges of Lflieral Arts. Law. Medidne and 
Surgery. Agriculture. Veterinary Science. Engineering, and Fine 
Arts. Its enrollment at the present time is about 1300 students. 
The opportunity opened to the University (rf the PhiUppmes is 
an unusual one. Centrally located as k is in the Far East under 
a government with modem and liberal institntioBS. it sfaoold 
become a great center of learning for the Orient. 

39 



Private Schools 

But not all of the instruction of the younger generation is 
given in the public schools of the Philippines. There exist many 
hundreds of little private institutions, dozens of academies and 
secondary schools and convents for boys and girls, and a con- 
siderable number of universities, colleges and theological semi- 
naries, for higher education particularly along professional and 
cultural lines. These schools are scattered throughout the Islands, 
the more important and higher ones being located in Manila and 




THK NATIONAL GAMK A TYPICAI, PHIIJPPINK 
I'l.AY SCENE. 

in the larger provincial capitals. The better ones are conducted 
under the auspices of the various churches. Their courses of 
instruction are principally cultural and embrace a measure of 
religious instruction. 

Courses of Study 

The courses of study as they are set forth in this pamphlet 
have now been in operation in approximately their present form 
for the past four years. They are the result of much experiment, 
particularly in their industrial features. The first attempt to 



40 



put into effect a course of study for the public schools was in 
1 904. Subsequent revisions of this course were made in 1 908 
and again in 1909, and the present course was adopted in 191 1. 

The present courses are strictly adhered to in all of the 
schools of the Islands; in fact, any deviation from them must 
have the specific previous approval of the Director. Promotions 
from grade to grade are based upon the work done in all of the 
prescribed lines, and from grade III up upon a system of exam- 
inations conducted by the General Office. 

With the courses given in detail in the following pages, it 
is believed that a curriculum has been established which for the 
present meets the situation adequately. However, even now 
thought and attention are being given to important suggested 
changes in the intermediate courses, particularly the courses for 
business and for teaching, with the idea of providing higher 
academic standards. One important factor in the present course 
of study is that it has been built up from the lowest grades — 
not down from the higher ones. In fact, it has been the con- 
stant purpose to create courses of study which shall provide first 
of all for the education of the masses through the primary 
schools ; and upon this foundation to build the higher education 
which only the very few may hope to enjoy. The same prin- 
ciple has been consulted in the preparation of the courses of study 
for the University of the Philippines, so that they follow logically 
Upon the public school courses. 




TKACHERvS' CAMP AT BAGUIO UP IN THE HIGHI,AND.S, 
WHERE TEACHERS SEEK REST AND RECREATION. 



41 



PRIMARY COURSE OF STUDY 



Grade I 
(414 hours) 
Chart, Chart 
Primer 
First year book 
30 min. daily 
Language 
Conversation 
30 min. daily 
Numbers 
Combinations to 

10 
30 min. daily 
Sewing and 
Weaving 
60 min. daily 

Music 
20 min. daily 



Study period 



Writing 
<No copy book) 
20 min. daily 

Spelling and 
Phonics 

20 min. daily 
Recreation 

Games and plays 
40 min. daily 



Grade II 
(5 hours) 
Reading 
First Reader 
30 min. daily 

Language 

30 min. daily 

Arithmetic 

30 min. daily 



Industrial Work 

60 min. daily 



Music 
20 min. daily 



Study period 



Writing 
Movement Ex- 
ercises 
20 min. daily 
Spelling and 
Phonics 
20 min. daily 
Recreation 
40 min. daily 

1 



Grade III 
(5 hours) 
Reading 
Second Reader 
30 min. daily 

Language 

30 min. daily 

Arithmetic 

30 min. daily 



Minor Industries 
80 min. daily 



Music 
20 min. daily 



Home 
Geography 

Three periods a 

week 
Freehand Draw- 
ing 
Two periods a 
week 

Writing 
Words and Sen- 
tences 
20 min. daily 
Spelling and 
Phonics 
20 min. daily 
Recreation 
40 min. daily 



Grade IV 
(5 hours) 
Reading and 
Spelling 
Third Reader 
30 min. daily 
Language 
30 min. daily 

Arithmetic 

30 min. daily 



Minor Industries 

90 min. daily 

Music — 3 days a 
week. Civics 
(a) — 2 days a 
week. Hygiene 
and Sanitation 

(a) — 2 days a 
week. 

20 min. daily 
Geography 

Text in this 
year only. 

30 min. daily 



Writing 
Three days 

Drawing 
Two days 

Study period 

Recreation 

30 min. daily or 
equivalent 



(a) Hygiene and sanitation, first semester; civics, second semester. 



42 



INTERMEDIATE COURSES— 3 Years 

(Minimum time, 5 hours and 40 minutes; 2 sessions required 
in all cases. Recitation periods generally 40 minutes.) 

General Course 



Grade V Grade VI 

Grammar and Compo- Grammar and Compo- 
sition sition 

Reading and Spelling Reading and Spelling 

Study period Study period 

Music, Y2 period daily Geography 
Writing, i^ period 

daily 

Study period Study period 

Drawing: Boys and Drawing: Boys and 



girls one double 
period a week 



firls one double 
period a week 



Industrial work: Four Industrial work: Four 
double p e ri o d s a double p e ri o d s a 



week 



week 



Boys: Basketry, hand Boys: Gardening 



weaving 
Girls: Housekeeping 



Girls: Housekeeping 



Grade VII 

Grammar and Compo- 
sition 

Reading and Spelling 

Study period 

History and Govern- 
ment 

Physiology and Hy- 
giene and Sanitation 

Drawing: Boys, two 
double periods a 
week. Girls: One 
double period a week 

Industrial work: Boys, 
woodworking, three 
double periods a 
week. Girls: House- 
keeping, four double 
periods a week 



Course for Teaching 



Grade V 
Grammar and Compo- 
sition 
Reading and Spelling 
Study period 
Arithmetic 
Music, 1/2 period 
Writing, 14 period 
Study period 

Drawing: One double 

period a week 
Indvistrial work: Four 

double periods a 

week 



Grade VI 
Grammar and Compo- 
sition 
Reading and Spelling 
Study period 
Arithmetic 
Geography 

Study period 

Drawing: One double 

period a week 
Industrial work: Four 

double periods a 

week 



Grade VII 

Grammar and Compo- 
sition 

Reading and Spelling 

Study period 

Arithmetic 

Physiology and Hy- 
giene and Sanitation 

History and Govern- 
ment 

School Methods and 
Management: Three 
single periods a week 

Practice Teaching: 
Daily 



43 



INTERMEDIATE COURSES— Continued 



Course in Housekeeping and Household Arts 



Grade V 
Grammar and Compo- 
sition 
Reading and Spelling 
Study period 
Aritlimetic 



Drawing, one double 
period a week 

Needlework, four dou- 
ble periods a week. 



Cooking and House- 
keeping, three dou- 
ble periods a week. 

Hygiene and Home 
Sanitation, two sin- 
gle periods a week 

Ethics, two single pe- 
riods a week. 



Grade VI 
Grammar and Compo- 
sition 
Reading and Spelling 
Study period 
Arithmetic 



Drawing, one double 
period a week 

Needlework, four dou- 
ble periods a week 



Cooking and House- 
keeping, three dou- 
ble periods a week 

Hygiene and Home 
Sanitation, two sin- 
gle periods a week 

Ethies, two single pe- 
riods a week 



Grade VII 

Grammar and Compo- 
sition 

Reading and Spelling 

Study period 

Arithmetic, daily or 
two double periods a 
week 

Drawing, one double 
period a week 

Hygiene and Sanita- 
tion, two double pe- 
riods a week 

Cooking and House- 
keeping, two double 
periods a week 

Needlework, four dou- 
ble periods a week 

Ethics, one double pe- 
riod a week 



Course in Farming 



Grade V 
Grammar and Compo- 
sition 
Reading and Spelling 
Arithmetic 

Agriculture 



Study period 

Farm work, three con- 
secutive periods daily 

Carpentry and repair 
work, on rainy days, 
or when needed 



Grade VI 
Grammar and Compo- 
sition 
Reading and Spelling 
Arithmetic 

Agriculture 



Study period 

Farm work, three con- 
secutive periods daily 

Tool work, and black- 
smithing, on r a i n .v 
days 



Grade VII 

Grammar and Compo- 
sition 

Reading and Spelling 

Arithmetic, twice a 
week 

Agriculture, three dou- 
ble periods a week 

Drawing, one double 
peiiod a week 

Study pei'iod 

Farmwork, three con- 
secutive periods daily 

Theory of agriculture 
and laboratory woik, 
on lainy days 



44 



INTERMEDIATE COURSES— Continued 



Trade Course 



Grade \- 
Grammar and Compo- 
sition 
Reading and Spelling 
Arithmetic 



l>ra wins', one double 
period daily 



Shopwork, one double 
period daily 



Studj- period 



Gnule VI 
Grammar and Compo- 
sition 
Reading: and Spelling 
Arithmetic 



Drawing, three double 
periods a week 

Study, two double pe- 
riods a week 

Shopwork, three con- 
secutive periods 
daily 



Grade VII 

Grammar and Compo- 
sition 

Reading and Spelling 

Arithmetic, d a 11 y or 
two double periods a 
week 

Drawing, two double 
periods a week 

Estimating, one double 
period a week 

Shopwork, three con- 
secutive periods 
daily 



Course for Business 



Grade V Grade VI Grade VII 

Grammar and Compo-Grammar and Coinpo- 

sition sition 

Reading and Spelling Reading and Spelling Reading and Spelling 
Arithmetic Arithmetic Arithmetic 

Geography Geography Geography 

Histor>- and Govern- 
ment 
Spelling and Dictation Spelling and Dictation Business Correspond- 
ence 
Penmanship and Plain Bookkeeping Bookkeeping 

Lettering 
Typewriting Typewriting Typewriting 



HIGH SCHOOL COURSE OF STUDY— 4 Years 



First Year 


Second Year 


Third Year 


Fourth Year 


Algebra 


Plane Geometry 


♦Review Arith- 


♦Solid Geometry 






metic 


(optional) 






*Advanced A 1 - 


Latin (optional) 






g e b r a (op- 








tional) 




Literature 


Literature and 


Literature and 


Literature 




Composition 


Composition 


♦Composition 
and Rhetoric 

♦Business Eng- 
lish 


Composition 


*Physical Geog- 


Biology (double 


Physics (double 




raphy 


period daily) 


period daily) 




*Government 






General History 


*General H i s - 


♦Colonial H i s - 


Economic Con- 




tory 


tory 


ditions in the 




*TTnited States 


♦Commercial 


Philippines 




History 


Geography 





"Half-year subjects. 



45 



Text-Books and Publications 

Before the establishment of the American schools, whatever 
education the average boy or girl received was primarily as a 
preparation for attendance upon and participation in religious 
services. The books used were few, poorly made, and of the 
stereotyped question-and-answer variety. Most of the books 
used in the secondary schools followed this plan, and were mere 
compendiums giving brief treatments of many subjects. The 
military authorities which handled the schools were at once 
impressed with the need of textbooks and sent to the United 
States for them. Through the mistaken idea on the part of the 
officials in the Islands or in the United States as to conditions 
in the Islands, editions of a number of texts in the Spanish lan- 
guage were ordered. A better acquaintance with conditions then 
led to the introduction of textbooks in English, textbooks which 
were prepared for American children and entirely unsuited to 
the school needs of the Philippines. This condition was early 
recognized, and in the course of a few years considerable progress 
was made in the preparation of special texts for Philippine 
schools, by educators of long experience in the Islands who gave 
these matters special study. 

At the present time all of the primary and intermediate text- 
books, except music and some supplementary reading books, have 
been prepared especially for the Philippines. In the high schools 
especially prepared texts are not so necessary, but they are 
provided in a few subjects where the need is apparent, as in 
commercial geography, colonial history, and economic conditions 
of the Islands; in other texts, chapters dealing especially with 
the Philippines have been added. 

Most of the work in the revision of the textbook series has 
been done by the directors through advisory textbook committees. 
Several large book concerns in the United States interest them- 
selves in Philippine textbooks, and arrangements have been made 
for the adoption of books upon a five-year basis. Under this 
program, the matter of texts must have consideration only once 
in five years, when the book companies have their representatives 
on the ground in Manila and the advisory textbook committee 

46 



composed of directors, division superintendents and teachers has 
its sessions. 

At the present time approximately 9 1 per cent of the total 
quantity of textbooks used is of those written especially for the 
Philippines. While improvements are still possible in many of 
the books and v^^ill eventually be made, they are on the whole 
satisfactory, and will compare favorably with textbooks used in 
American schools. One of the particular aims in building up 
the textbook series was to give adequate weight to the fact that 
such books are to be used by boys and girls who come to school 
with no oral knowledge of the English language; that these texts 
must be designed to help pupils acquire the ability to use English 
naturally in oral speech — a difficulty which the average Ameri- 
can textbook does not contend with. 

Aside from the general problem of textbooks, the Philippine 
schools have engaged in a considerable amount of other publica- 
tion work to meet the usual needs of a big bureau and the 
special needs which are constantly arising. The publications of 
the Philippine Bureau of Education include the series of annual 
reports ; a bulletin series including school and home gardening, 
housekeeping and household arts, school buildings and grounds, 
athletic handbook, the service manual of the Bureau, school 
libraries, good manners and right conduct, an elementary course 
in plain sewing, and bulletins covering the special insular schools 
and many other phases of the industrial work; a series of civico- 
educational lectures for the general public ; and The Philippine 
Craftsman, a magazine published monthly during the school 
year in the interest of industrial education. These publications 
serve sometimes as texts, at others as handbooks for the use of 
teachers, and frequently for the general information of the 
teaching force and the student body. They have been a very 
potent factor in organizing promptly throughout the school system 
the activities which have been determined upon by the directors. 

Some School Activities 

A consideration of the activities of the Philippine public 
schools will cover generally the three main lines — academic educa- 

47 



tion, industrial instruction and physical training. Beyond these 
are the many other activities in which the schools are interested, 
among them the administration and organization, the campaigns 
for buildings and sites, for personal and community hygiene and 
sanitation, public welfare and social work, and economic research. 
Throughout the discussion of the Philippine school system 
in this pamphlet and throughout the exhibit in this Exposition, it 
is the purpose to emphasize more than anything else in the school 
system the idea that it is a system in the fullest sense. Such a 




A SCHOOL GARDEN IN THE PROVINCE OF TAYABAS, P. I. 

central organization is so effective in results as to advocate itself 
to school people generally. Through such central control all of 
the schools may, in the shortest possible time, profit from the 
educational advances made in widely separated sections, and the 
remotest and most backward districts may receive the same bene- 
fits as do the more central and progressive localities. Such an 
organization carries with it immense powers for good, not only in 
its own operations but also in cooperation with governmental and 
other agencies. 



48 



Here, as in many other countries, steps are being taken to 
extend the activities of the schools, this action due largely to the 
growing conviction that if the schools are to prepare for life, 
they should be brought into closer contact with the problems of 
the day, and should assist in their solution — in reality social 
economy work. It is rapidly becoming the belief that expensive 
school buildings and sites, forces of well trained teachers, and 
the numerous potentialities of school children themselves must be 
utilized to a greater extent, not only for the benefit of the chil- 
dren but for that of the community as a whole. The Philippine 




THE CKBU liASKl'.AI.U TKAM, MANY TIMP:S INTKR- 
SCHOlvASTIC CHAMPIONS OK THK IS1<ANI)S. 

schools have stood ready to assist in the dissemination of much 
practical knowledge not found in school books. 

In the Philippines the schools are perhaps brought closer to 
the people than in any other country in the world. This is due 
perhaps to the fact that there has been work to do and no other 
organization has been so well equipped to undertake it. Through 
its gardens, farms and food campaigns the agricultural interests 



49 



have been aided. Arbor Day, Garden Day, and Clean-up 
Week have made their contributions through the schools; chil- 
dren have been turned out to fight the locusts. For the public 
land service, a special class for surveyors is conducted in the 
Manila High School. Assistance has been given to the Bureau 
of Health in many, many instances by the information which has 
been disseminated concerning epidemics and health. The schools, 
in conjunction with the Bureau of Health, undertook several 
years ago the training of Filipino girls as nurses, and still assist 
the Bureau of Health in that work. Aid has been given to the 
Bureau of Posts in popularizing its postal savings bank and in 
other ways. The central Executive Bureau, the Bureau of For- 
estry, the College of Veterinary Science, and the Bureau of 
Printing have all of them had occasion to call upon the public 
school organization for assistance in many branches. For several 
years the public school has been domg pioneer work in a public 
welfare movement. Through its library, its literary societies and 
its entertainments, the schoolhouse has become the social center 
of the community. 

Elsewhere in this pamphlet is included a complete discussion 
and tabulation of the courses of study which in themselves 
explain very fully the academic work. The academic training 
emphasizes several big phases; first of all the use of the English 
language and acquaintance with literature through this tongue, 
the development of linguistic unity to further national unity; 
training for citizenship and health, and for the improvement of 
the standards of living; continued emphasis upon mathematics 
from the first numbers taught in Grade I through algebra and 
geometry in the high school courses, this branch itself a severe 
education in logic and reason, as well as an equipment for busi- 
ness affairs; outside of these, the cultural branches such as music 
and drawing, and the special scientific studies. 

Among the subjects of the general course included in the 
training for citizenship and health are geography, school societies, 
civics and hygiene, physiology, Philippine history and government, 
sanitation, general history, physical geography, general govern- 
ment. United States history, colonial history, commercial geog- 

50 



raphy, economics and economic conditions m the Philippines. 
The school is givmg to the people somethmg which they have 
never known before — something new, something up-to-date to 
think about. It is giving them a knowledge of the outside world 
which was formerly open only to a few. Nor is this knowledge 
being confined only to the school children ; they have a big part 
to play in transmitting to their elders the facts which they learn 
in school, particularly along sanitation, civics, and industrial lines. 
The schools are called upon by law to conduct each year a series 
of popular lectures intended for the enlightenment of the masses 
of the people. These lectures are given by the teachers, generally 
in school buildings, in the native languages. They cover such 
subjects as the rights and duties of Philippine citizens, the preven- 
tion of diseases, diseases of animals, coconuts, corn, rice, coco- 
nut diseases and the housing of the public schools. 

In its program for the physical training of school pupils are 
included plays and games, calisthenics, the playground movement, 
group games, individual athletic tests and competitions, and such 
special forms as baseball, basket ball, tennis and track and field 
sports. There are games for both boys and girls. There is a 
complete athletic organization which begins with the athletic 
club in the individual school, has its inter-school and inter-district 
unions, its larger provincial athletic leagues, its dozen or so 
inter-provincial athletic associations, and finds its culmination in 
the annual interscholastic athletic meet held in Manila in connec- 
tion with the Philippine Carnival. 

The schools have devoted themselves to the problem of put- 
ting into operation a program of industrial instruction which will 
be at once logical in its sequence from grade to grade and in 
close harmony with the industrial needs of the country ; and 
which will prepare boys and girls in a practical way for the 
industrial, commercial and domestic activities in which they are 
later to have a part. This must be considered as the biggest 
single item to which the public schools are bending their energies. 
This industrial training divides itself into four groups: trade school 
work ; special work for girls including sewing, embroidery and 
lace; gardening and farming; and the minor industries, particu- 

51 




A TKMrOKAKY KTRAI, SCHOOL lUH.DlNG 
O THK OI.D TYPE. 



larly handweaving. The results which are met with along these 
lines are evidenced in the exhibit at the Exposition and are dis- 
cussed under the exhibit proper. 

Ten years ago 
there were few build- ' '^ \ 

ings in the Philippine 
Islands suitable for 
school use, and even 
at this time the great 
majority of the school 
houses throughout the 
provinces are rude, 
temporeiry structures 
which should be 
abandoned as soon as 
possible. The prob- 
lem of building con- 
struction has had con- 
sistent attention for 

yecirs past, and a considerable advance has been made. The need 

IS so manifest to the 
people and to the 
government that large 
sums of money have 
been appropriated and 
excellent buildings are 
being erected in all 
parts of the Archi- 
pelagos Standard 
plans for reinforced 
concrete buildings of 
from one to twenty 
rooms have been 
adopted. Architec- 
turally, these structures 
are pleasing in design 
and admirably adapted to the requirements of this tropical country. 
.And a first requisite before the construction of a permement building 




A MOr>KRX RVRAL SCHOOL BUII.DIXG OF 
STAXPARD PLAN. RKINKORCKP CONCKKTK. 



52 



is authorized by the central office is that a school ate be provided, 
adequate ^ the building, the garden, and the playgroond. The 
t m i i iw m nn set is P 4 acres for rural schools, and 2' 7 acres (or central 
municipal schools. 

It may not have occurred to the reader that the poUic schools 
are amceming themsdres greatly with moral instmctioa. Yet it 
is true that in the primary and intomediate grades the ptqnls 
recdve regular instruction in gpod mannas and ri^ conduct, 
and the things they learn in books are put to practical test on 
the playground, in their societies, and Mihereret ihisy meet. 

While the Bureau has had to practice many economies in 
recoit years, it is able to continue with the syston as it stands 
today with but little increase in the amount of vocnej allotted for 
school purposes. Additional sums of money could be used to 
advantage, particularly in opening new rural primary schotJs, in 
extending certain industrial brandies, and in providing for classes 
in higher educatimi. There is an in»stent demand fm- higher 
classes in all parts of the Islands; munidpal and provincial gov- 
emtnents are requesting the furdier extension of intermediate and 
secondary education; at the present time the bureau is hardly 
able to provide for all dig2>les who desire to enter die secondary 
classes. 

The growth of the public school system under American 
siqjervision in the Philippines during the past ten years has been 
a very substantial CMie, yet the oppo r t uni ty presented for future 
devdopment is enormous. Odier countries. %vith edncatiooal 
systems long estaUtdied on orthodox lines, encoimla^ almost insar- 
mountable difficulties m the reorganizatimi of those systons upon 
a practical basis. In the I^ulippines, the administration of the 
schools has been hampered by no end^arrasnng precedents; tq> to 
the present it has had reasonaUy ample funds %iath which to 
execute its plans; and. best of all. it has in a most gratifying 
measure the moral support of both Americans and FHqmios in 
its attempt to build up m the Philippines a system of instruction 
which wfll promote the industrial efficiency, and the material and 
intellectual well-bdng of the population. Such another oppor- 
ATuty probably never existed anywhere. 



53 



FACTS AND FIGURES 




THE OLD CATHEDRAL, MANII.A. 



The Philippine Islands 
lie southeast of the 
continent of Asia, about 
600 miles from the 
mainland. They be- 
came known to Europe 
through their discovery 
by Magellan in 1521. 
Before this time they 
were known to Ori- 
ental trade, and certain centers enjoyed a small measure of Oriental 
civilization. At the time of the discovery, the inhabitants of the 
archipelago numbered perhaps half a million. 

The first real attempt at Spanish government in the Islands 
was made by Legaspi in 1571. The old walls of the City of 
Manila were commenced in 1 590 and are still standing. They 
enclose the "Walled City" of Manila and are about two and 
a half miles long. 

In 1 634, the first steps towards popular education were taken. 
The University of St. Thomas was founded in 1610. It is 
the oldest university under the American flag. 

The Philippines enjoyed a European civilization after Spanish 
ideals before there was any permanent settlement in continental 
United States. 

The first governor of the Philippine Islands was Legaspi in 
1571. Other prominent governors since his time were de Morga, 
1595; Bustamante, 1717; de Anda, 1762; Claveria, 1844; 
Urbistondo, 1850; de la Torre, 1869; de Rivera, 1897. 

Polavieja was Governor at the time of the Philippine insur- 
rection of 1 896. With the American occupation, Jaudenes, the 
last Spanish Governor-General, surrendered to General Merritt. 
Under the American Civil Government, the Honorable 
William H. Taft, of the Second Philippine Commission, became 
the first Civil Governor in 1901. The American Governor- 



54 



Generals since have been the Honorable Luke E. Wright, the 
Honorable Henry C. Ide, General James F. Smith, the Hon- 
orable W. Cameron Forbes, and the Honorable Francis Burton 
Harrison, the present Governor-General. 

The Archipelago embraces approximately 3000 islands, large 
and small. The distance from north to south is 1152 miles. 
The greatest distance from east to west is 682 miles. In land 
area, the Islands cover 127,853 square miles; this is approxi- 
mately the same area as that of Japan, or Italy, or the New 
England States with New York and New Jersey combined. 
California has about 156,000 square miles of land area. 

The Philippines have more than twice the land area of the 
island of Java. Java supports a population of 30 millions; at 
this rate, the Philippines can maintain a population of 70 or 80 
millions. The census of 1 903 places the population of the Phil- 
ippine Islands at 7,635,426. 

The people belong to the Malay race; this stock has in 
some localities been somewhat modified by Chinese and European 
admixture. About one-tenth of the population is found among the 
mountain peoples of Luzon and Mindanao and the Mohammedans 
of the southern islands. As a rule the mountain people do not 
profess other than pagan religions. 

The primitive inhabitants were a race of dwarf negroes 
known as Negritos. Remnants of this people are to be found 
in the hills and mountains of some localities. In the social scale, 
they are among the lowest of mankind. 

The first Malay invasion brought several tribes of what are 
now the mountain people, such as the Igorots. Later Malay 
invasions from Borneo and the Malay Peninsula brought the 
Tagalogs, Ilocanos, Visayans and other people who comprise 
the present-day Filipino population. With the later invasions, 
the earlier inhabitants retired farther into the hills and mountains. 

The present population includes about 40,000 Chinese, 
4,000 Spaniards, 8,000 American civilians and several thousand 
other foreigners. 

Until 1819, the Philippine Islands were governed as a 
dependency of Mexico, which was itself a vice-royalty of the 

55 




A COUNTRY ROAD. 



crown of Spain. Nearly all of 
their commerce with the west- 
ern world was conducted by 
the Galleon trade through 
Acapulco, Mexico and the 
Isthmus of Panama. 

The principal exports of 
the Islands are hemp, coco- 
nut products, sugar, tobacco and 
forest products. The principal imports are rice and manufactures. 

The total foreign trade amounts to about $110,000,000 
per year, equally divided between exports and imports. Nearly 
one-half of this trade is with the United States. The favorable 
legislation of the past few years has increased the commerce 
between the Islands and the 
United States to three times the 
figures of a few years ago. 

The taxable internal busi- 
ness of the Islands In 1913 
amounted to $333,0000,000. 
an increase of lb'/' over the 
figures of a few years before. 
The total annual government 
revenues, insular, provincial and municipal, amount to approxi- 
mately $16,000,000. 

The total per capita tax for all government purposes is, in 
round numbers, $2 per annum. The annual per capita cost of 
education is less than $0.50. 

The entire cost of the 
public schools of the Philippine 
Islands is paid by the people 
of the Philippine Islands. The 
same statement holds true for 
all branches of the Philippine 
government. In other words, 
the Philippine government is 

THE ESCOIvTA. MANILLAS CHIEF ir 

selr-supporting. 

BUSINESS THOROUGHFARE. 




A vn,i<A<;i<; stki^.I'/i'. 



r ~ 


^ .j^MH 


YWt 


mhS— "^^^^t 


S 


.;/;;v",..:.:,;,-:..--:^ 



56 



The Philippine Civil Service provides for a system of merit 
appointments and promotions which also holds in the teaching 
service of the Bureau of Education. Even in the case of the 
three positions in the directorate of the Bureau, which are appoint- 
ive officers outside of the civil service, the appointments made 
during the past decade have all been of men who have seen 
provincial service in its varied forms, beginning as classroom 
teachers. The system of merit promotions is one of strongest 
features of the organization. 

The Filipinos speak a Malay tongue which differs so greatly 
from place to place that a number of distinct dialects and a far 
greater number of sub-dialects are recognized. A person speaking 
one dialect is not understood by one speaking only a different 
dialect. 

Spanish is still spoken to some extent principally by the 
educated upper class of the older generation. 

English has been taught in the public schools since 1 899. It 
is now the official language. 

Rice is the staff of life. It is supplemented by corn, fish, 
fruits, vegetables and meat. 

The land, largely of volcanic origin, is extremely fertile, and 
through proper irrigation, it will generally respond with two crops 
per year. 

In wealth of forests, the Islands rank among the very richest 
sections of the world, and abound in fine woods for interior finish 
and cabinet purposes. 

The seas, rivers and lakes abound in many varieties of 
excellent fish and other sea foods. 

The mountains are rich in minerals which have hardly been 
touched. 

Grazing will in time be a source of great wealth. 

Forest, field and swamp bring forth abundant harvests of 
minor industrial materials, which are the basis of the handicraft 
industries now being introduced. 

As a country, the Islands are favorably located within easy 
reach of the world's great markets. Within a radius of a few 
days from Manila, by steamer, is to be found approximately 
one-half of the entire population of the globe. With Manila as 

57 



its depot, these great commercial possibilities are brought closer 
to American trade than to that of any other of the producing 
western nations. 

The Filipinos occupy a unique position among the peoples 
of the Orient. The centuries of western training they have had 
under the Spanish regime have made them a Christian people, 
the only Christian people in the Far East; have made western 
civilization and culture in all its branches the civilization and 
culture of the Filipinos. 

The matter of public health may be disposed of by saying 
that the observance of very simple rules of hygiene is almost sure 
guarantee of normal health. Epidemics are now almost unknown 
and are immediately controlled when they make their appearance. 
The public health service ranks among the highest achievements 
of the American government in the tropics. 

The climate is tropical, warm, the average temperature being 
about 80° F. The evenings and nights are generally cool. April 
and May are the hottest months for the greater part of the 
Islands. 

There is a rainy season and a dry season, the rains begin- 
ning about June and ending about October. 

The United States army and navy have in the Philippines 
representation distinct from the Philippine government. There 
are military reservations and fortifications, and troops to the 
number of several thousand under a commanding general; also 
a naval base with a contingent of marines and the constant pres- 
ence of certain ships of war. This is the only expenditure which 
the United States government has to meet in the Philippine Islands 
with the exception of a portion of the Coast and Geodetic Survey 
work. 

The Secretary of Public Instruction for the Philippine Islands 
is at present the Vice-Governor, Hon. Henderson S. Martin. 

The directorate of the Bureau of Education is: 
Frank L. Crone, Director of Education. 
Charles H. Magee, Assistant Director of Education. 
Walter W. Marquardt, Second Assistant Director of 
Education. 

58 



THE UNITS 

(Courses 
Completed 1 


No. of What is 
Years in This Person 
School Good For ? 


Grade I. 

(Primary) 

Primary 


1 A literate laborer 
4 Intelligent worker 



Intermediate 



Secondary 



University 



A well schooled person, 
trained for a good 
station in life 



11 Educated and fitted for 
an efficient, intelli- 
gent career 

1.3 Fitted for the highest 
to position, p r o f e s- 

17 s i o n a 1, commer- 

cial or industrial 



The following tabulation sets forth the unit system of educa- 
tion, in which each unit completes the school traming for a definite 
station in life: 

What is He 

Worth as a 

Citizen ? 

A literate citizen 

The boy is educa- 
tionally well quali- 
fied for franchise. 

The girl is trained in 
the care of the home 

The boy is educa- 
tionally qualified for 
local leadership 

The girl is a good 
housekeeper and will 
make a real home 

Qualified for leader- 
ship in political, so- 
cial, economic and 
domestic affairs 

Educationally quali- 
fied for the highest 
office the people 
have to give for Na- 
tional leadership in 
political, social and 
economic affairs 

Some features of the public school system: 
Grade courses: Primary, intermediate, secondary and Univer- 
sity. 
Balanced curriculum: Academic, vocational, physical. 
Differentiation of work for boys and girls. 
Specialization in the intermediate grades. 

A primary course has been provided to meet the needs of 
pupils who will probably receive no education beyond the four 
grades of the primary course; therefore: 

Practical instruction in hygiene and sanitation. 

Training for citizenship. 

Moral education. 

Education in home making. 

Industrial and vocational education. 

Physical training. 
In evolving the present school system the government has: 

Profited by Spanish experience. 

Studied the desires and needs of the Filipino people. 

Made economic and educational surveys. 



59 



Consulted foreign countries having similar conditions. 
Followed the best educational traditions. 
Made first-hand experiments. 

The progress in public education has been made possible by 
absolute executive control over a single complete system with 
continuous public support and a loyal corps of teachers. 

Upon the hypothesis that individual economic independence 
is the basis of citizenship, every pupil in the elementary grades 
is required to take up industrial training. 

Pupils are admitted to the public schools at the age of 6 
years. The average age of children entering school is between 
7 and 8. The average age of students graduating from the 
fourth year of the secondary course, the last of the 1 I -year 
course, is about 20 years. 

The average age of the pupils engaged in the making of the 
industrial articles included in the exhibit at this Exposition is 
approximately 1 5 years. The average age of the trade school 
boys who constructed the hardwood furniture is about 1 7 years. 
(,Tlie following figures for the school year 1914-15 are for tlie 
months June to December, 1914, inclusive.) 

Note : These figures cover the public schools only. 

Number of school divisions 37 

Number of supervising districts 2o6 

Primary schools 3,851 

Intermediate schools 307 

Secondary schools 41 

(Including regular provincial high schools and special 
schools giving secondary subjects.) 



Total number of schools 4,199 

ENR0LL.MENT AND AtTF.NDAN'CE : 

Average Average 

Annual Monthly Daily 

Enrollment Enrollment Attendance 

Primary 539,757 465,679 412,560 

Intermediate 41,888 37,714 35,563 

Secondary 7.565 6,842 6,557 



Total 589,210 510,235 454,680 

60 



Output, 1914 

Number of trade schools 10 $73,836.31 

Number of proviucial school shops 13 5,495.68 

Number of municipal school shops 267 18,947.14 

Total -299 $98,279.13 

Graduates : 

Year Primary Intermediate Secondary 

Before 1907-08 about 10,000 about 700 3 

1907-08 4.954 1,051 11 

1908-09 7,273 1,529 about 88 

1909-10 9,992 2,108 122 

1910-11 11,760 2,436 222 

1911-12 11,200 3,062 221 

1912-13 14,040 4,695 342 

1913-14 l."),976 4.585 407 

Total 85,195 20,16'J 1,416 

(Graduates for 1914-15 about the same as for 1913-14.) 

Corn Campaign: 1913-14 

Number of entries in Contest No. 1 19,270 

Number of entries in Contest No. 2 24,291 

School Gardens: 

For the school year 1911-12 there were 2,570 

For the school year 1912-13 there were 2,310 

For the school year 1913-14 there were 3,236 

For June-December, 1914, there were about 3,300 

Home Gardens : 

For the school year 1910-11 there were 10,330 

For the school year 1911-12 there were 22,958 

For the school year 1912-13 there were 35,719 

For the school year 1913-14 there were 41,642 

For June-December, 1914, there were about 44,000 

The average number of years of service of the American employees 
in Bureau of Education on October 15, 1914, was 5 years, 3 
months, and 27 days. 

Numljer arriving before December 31, 1901, who are still in 

the service as teachers 74 

Number arriving before December 31, 1901, still in the service 

of the Bureau of Education other than as teachers 22 

Permanent School Buildings: 

Number of permanent high school buildings 24 

Number of permanent trade school buildings 28 

61 



Number of other permanent provincial 1)uildings, including 

dormitories, special industrial buildings, etc 14 

Number of permanent municipal school buildings 682 

Number of permanent concrete buildings completed be- 
tween January 1 and December 31, 1914, as classified 
above 60 

Number of permanent concrete municipal school buildings 

of standard plan 409 

LxsiLAR Industrial Sale Exhibit of School-]\Iai)e Articles: 
Number of Articles 

School Years Exhibited Total Value 

1910-11 9,761 $ 9,482.31 

1911-12 16,362 17,209.34 

1912-13 23,305 28,591.62 

1913-14 51,048 49.488.00 

School Expenihtures : 

Statement of total expenditures for school purposes during 

1914, insular, provincial, and municipal. 

Insular : 

Expenditure — salaries, wages, and contingent $2,040,027.99 

Construction of buildings 254,839.00 

Total Insular $2,294,866.99 

Provincial : 

Provincial expenditures for school purposes $ 124,675.92 

Municipal : 

[Municipal expenditures for school purposes $1,227,837.09 

Gr.and Total $3,647,380.00 

In addition to the above, from voluntary contributions. 

approximately $ 50,000.00 

Cost of education per capita of total population (census 

of 1903 modified by division estimates) .49 

Cost of education per pupil (based on average monthly 

enrollment ) 7.24 



62 




A CROWD OF FILIPINO SCHOOL CHILDREN. 



63 



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